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    Mediation in teaching, testing and assessment
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Teaching materials database

The METLA task database contains sample (cross)linguistic mediation tasks in different languages for different contexts.

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Here you can search for materials involving a specific language. This can be the language involved in the task (a language that the material addresses) and/or the language of the student’s learning material (a language students are expected to work with).

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4 teaching material(s)
Seite: 1 

Students’ housing problems (Task 10)

The task discusses the living situation of university students in Germany and other European countries and invites learners to reflect on their plans after graduation. First, the situation is displayed in an info text and graphics. The learners then mediate the contents to a friend in the form of a voice message and explain it further in a WhatsApp message. Then they compare the situation in Germany to their friends’ and family’s experiences in other countries. In task 4, another text about living with the parents is read and mediated to another friend. Finally, the learners prepare a panel discussion (in groups) about the advantages and disadvantages of living with parents during university. They receive two texts in favour and two texts against living with parents (in English) and watch a video (in German) in order to prepare the discussion.

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The internet and its dangers (Task 26)

This task focuses on written mediation. It aims at developing learners’ skills in selecting information from different source texts, one of which is written in Language A (English) and another in Language B (Greek), and relaying messages into Language B (foreign language).

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Mediation in intercultural daily communication (Task 27)

This task aims at developing learners’ abilities to evaluate the use of mediation strategies in daily situations. By analysing a cross-linguistic (Arabic-French) and intercultural situation as depicted in a literary work, learners are able to discuss how intercultural differences, linguistic skills, and power structures impact the outcomes of mediation in daily interaction. Even if the task is almost exclusively planned to be developed in the target language (French) at an advanced level, learners can rely on their knowledge of the official/school language (Language A) and of Arabic (as possible heritage language).

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World mythology (Task 31)

The aim of this task (which could be adapted to include Languages A-B-C) is to familiarise learners with different cultures and media texts. Firstly, the they discuss the features of myths. Then, working in pairs, they listen to a YouTube video about a myth in (Language B(/C), and do the activities (e.g., to collect new vocabulary). Next, they listen to another YouTube video or read a text about a myth with the same topic in Language A and take notes in Language B. Based on their notes, they are asked to create a short podcast in Language B. Finally, they write an article for the school newspaper where they compare the two myths and discuss in Language B (/C) how myths could be used as examples of different cultures.

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Short links to materials

CEFR proficiency levels

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